In many educational contexts, L2 writing assessment tends to emphasize its summative functions (i.e., assessment of learning--AoL) more than its formative potential (i.e., assessment for--AfL). While the teacher plays a dominant role in AoL, central to AfL is the role of the students, alongside that of the teacher and peers. A student-centred…

This article concerns the contribution that feedback makes to valid classroom assessment of the writing of young learners (YLs), defined here as approximately 9-13 years old. It shows that a scale of descriptors adapted from the "Common European Framework of Reference for Languages" (CEFR; Council of Europe, 2001) can play a central role…

There is a shortage of second/foreign language (S/FL) teachers in many parts of the world and the attrition rates are startling. The present study, grounded in social cognitive theory, investigates Canadian and US teachers' (N = 1065) sense of efficacy in teaching languages as it relates to teacher attrition. Findings indicate that S/FL teachers…

The present study investigates the functions that language learners attribute to the first language (L1) within a teaching context that maximizes the target language (TL). Beginners of French in an Australian university (N = 52) completed a questionnaire consisting of 21 closed questions on their views on L1/TL use and two open questions on the…

Recent trends in classroom evaluation seek innovative formative assessment intended to benefit learning, called assessment for learning (AFL), largely unresearched in the second language (L2) classroom (Rea-Dickins, 2004). This paper calls for taking L2 testing research to the next level, investigating the "usefulness" (Bachman & Palmer, 1996;…

This article is about the benefits of self-assessment and its use in language education. The main focus is on "auto-evaluation" as a means of beginning class in an organized and motivating way. In contrast to "bell work" or other start-of-period activities on random topics, "auto-evaluation" involves asking questions that are closely tied to what…

I define the "literacy autobiography" as a reflective, first-person account of one's development as a writing being. In this article I share a classroom practice that invited language learners to consider and compose their literacy autobiographies (LA). The context was a university credit English as a second language (ESL) classroom. The purposes…

This case study examines the patterns of participation of one US-educated refugee student in a university intensive English program (IEP). Specifically, I illustrate how the focal student used her advanced oral proficiency and prior experience with US educational norms and practices to engage in various interactional behaviours, such as shifting…

A discussion of reading comprehension examines the notion of "mediators," the motivational, contextual, and referential factors that contribute to comprehension, and explores the means for introducing these factors into the second language classroom. (MSE)

A series of games and classroom activities incorporating art and writing and designed to link second language reading to the development of writing skills is described. (MSE)

Seven essential components of an immersion teacher preparation program are proposed, based on an analysis of the immersion approach to second language teaching and analysis of a survey of 120 teachers using French as the language of instruction for the majority of the school day. (MSE)

Without the integration of theory into teaching practice, native language and literature instruction can deteriorate into a perpetual repetition of old teaching habits. To be a good practitioner, a teacher must also be a good theoretician. (MSE)

Uses of slides in the French language classroom for vocabulary development, enhancement of listening comprehension, stimulation of speech, and grammar review are discussed. (MSE)

Strategies for facilitating the reading of scientific textual materials are described, including establishing the reading level of the text, decoding figures and illustrations, recognizing the text's organization, inferring and remembering word meanings, sampling the text and inferring meaning, reading attentively to verify predictions, and…

The components of British Columbia's new curriculum for secondary level Asian language programs, which are designed around communicative acts rather than grammar, are described and the implications for material development, evaluation, methodology, and teacher education are discussed. (MSE)